Essential Questions:
Lesson Plan A.1-2: Parallel, Perpendicular and Intersecting Lines
Lesson Seed A.3: Symmetry
Unit Overview
Content Emphasis By Clusters in Grade 4
Progressions from Common Core State Standards in Mathematics
Send Feedback to MSDE’s Mathematics Team
Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
In this unit, students extend the work in geometry from previous grades where they focused on identifying, comparing, composing, creating, and shapes and their attributes. In Grade 4, students will focus on identifying lines and angles and their measurements, with emphasis on perpendicularity and parallelism. Students will classify shapes by the properties of their lines and angles Students will also be introduced to the concept of symmetry within a shape as well as identifying shapes that are line-symmetric.
At the completion of the unit on represent and interpret data, the student will understand that:
The student will be able to:
Evidence of Student Learning:
The Partnership for Assessment of Readiness for College and Careers (PARCC) has awarded the Dana Center a grant to develop the information for this component. This information will be provided at a later date. The Dana Center, located at the University of Texas in Austin, encourages high academic standards in mathematics by working in partnership with local, state, and national education entities. Educators at the Center collaborate with their partners to help school systems nurture students' intellectual passions. The Center advocates for every student leaving school prepared for success in postsecondary education and in the contemporary workplace.
Interdisciplinary Connections:
Interdisciplinary connections fall into a number of related categories:
Sample Assessment Items: The items included in this component will be aligned to the standards in the unit and will include:
Interventions/Enrichments/PD: (Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)
Vocabulary/Terminology/Concepts: This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.
Part I – Focus Cluster
point: a position in space line: a set of points that extend infinitely in two opposite directions. line segment: a subset of a line bounded by two endpoints. ray: a subset of a line that has one endpoint and extends infinitely in one direction. angle: a figure formed by two rays that have the same endpoint. Types of angles include acute, right, obtuse, and reflex angles. Angles are measured in degrees. right angle: an angle that has a measurement of 900. acute angle: an angle that has a measurement of less than 900. obtuse angle: an angle that has a measurement greater than 900 but less that 1800. perpendicular lines: two lines that intersect to form right angles. parallel lines: two lines on a plane that do not intersect. two-dimensional figures: a geometric figure that lies entirely in one plane. (Also called plane figure.)
line of symmetry: a line that divides a figure into two halves that are mirror images of each other. Each point in one of the halves of the figure is the same distance from the line of symmetry as the corresponding point in the other half. A figure may have any number of lines of symmetry. For example, a parallelogram that is not a rectangle has no lines of symmetry. A square has four lines of symmetry. A circle has infinitely many lines of symmetry. Examples:
References: